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dc.contributor.advisorStratton, Susanen_US
dc.contributor.authorBohanek, Robert G.en_US
dc.date.accessioned2016-12-21T15:32:40Z
dc.date.available2016-12-21T15:32:40Z
dc.date.issued2007
dc.identifier.urihttp://commons.lib.niu.edu/handle/10843/17261
dc.descriptionIncludes bibliographical references (pages [102]-107).en_US
dc.description.abstractThis research study examines the servant-leadership characteristics expressed by public school superintendents of high-performing, high-poverty elementary school districts. The degree to which public schools and public school districts are being held accountable has increased in recent years. The No Child Left Behind Act was enacted in part to close the achievement gap between the different subgroups that are identified in the act itself. Students who are classified as low income or high poverty have consistently performed below the levels of students not classified as low income or high poverty. The superintendent, in demonstrating servant-leadership characteristics, can have a positive impact on the achievement of all students, including those from high poverty. A phenomenological study of eight public school superintendents was completed through personal interviews. The superintendents selected led kindergarten through eighth-grade public school districts with 50% or more of their students classified as low income and 60% or more of their students meeting or exceeding state standards on this midwestern state’s standardized test. Transcripts of the interviews were coded based on 15 servant-leadership characteristics. The servant-leadership characteristics, identified by Spears and Walker, were listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people building community, sense of calling, love, shared power, integrity, and serving. The study was informed by the writings of Greenleaf, Spears, DePree, Wheatley, Bennis and others. Based on the research results, servant-leadership characteristics are identified in the superintendents of this study. All of the participating superintendents expressed the servant-leadership characteristics of listening and shared power. Three of the eight superintendents expressed five or fewer servant-leadership characteristics. The manifestation of servant-leadership characteristics may contribute to highacademic achievement by students of poverty. Recommendations include further research on servant-leadership characteristics among superintendents of low-achieving schools and research on servant-leadership characteristics of superintendents of schools not considered low income. Perhaps, through comparisons and contrasts of the expressed servant-leadership characteristics, the most important attributes of servant leadership could emerge and be utilized in leadership education and training.en_US
dc.format.extentviii, 112 pagesen_US
dc.language.isoengen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subject.lcshSchool districts--Illinois--Managementen_US
dc.subject.lcshSchool superintendents--Illinois--Attitudesen_US
dc.titleA phenomenological study of superintendents of high-performing, high-poverty school districts as servant leadersen_US
dc.type.genreDissertation/Thesisen_US
dc.typeTexten_US
dc.contributor.departmentDepartment of Leadership, Educational Psychology and Foundationsen_US
dc.description.degreeEd.D. (Doctor of Education)en_US


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